Exploring the Implementation of Assessment for Learning in the Asian EFL Context: A Systematic Research Synthesis

Abstract

While acknowledging the significant impact of Assessment for Learning (hereinafter referred to as AfL) on student learning, the specific factors that either support or impede its integration into daily classroom practices remain unclear in Asian EFL context. To address this gap, a comprehensive review was undertaken for the purpose of determining the AfL strategies applied in existing literature and the key factors that influence the effective implementation of AfL within particular contexts. This research synthesis summarized clarification and instruction of learning intentions and goals, teachers’ feedback, peer assessment and self-assessment as main AfL strategies applied in Asian EFL classrooms and detected several key elements concerning teachers, students, assessments, and the overall context that influence the effect of the implementation of AfL. By shedding light on these various aspects, this systematic research synthesis contributes to a more comprehensive understanding of the theoretical and practical considerations involved in the implementation of AfL.